By Weizmar Lozada. Content-based Instruction Use of content from other disciplines in language...
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![Page 1: By Weizmar Lozada. Content-based Instruction Use of content from other disciplines in language teaching. Build on students’ previous knowledge. Students.](https://reader036.fdocuments.us/reader036/viewer/2022070407/56649e255503460f94b14bbb/html5/thumbnails/1.jpg)
by Weizmar Lozada
![Page 2: By Weizmar Lozada. Content-based Instruction Use of content from other disciplines in language teaching. Build on students’ previous knowledge. Students.](https://reader036.fdocuments.us/reader036/viewer/2022070407/56649e255503460f94b14bbb/html5/thumbnails/2.jpg)
![Page 3: By Weizmar Lozada. Content-based Instruction Use of content from other disciplines in language teaching. Build on students’ previous knowledge. Students.](https://reader036.fdocuments.us/reader036/viewer/2022070407/56649e255503460f94b14bbb/html5/thumbnails/3.jpg)
Content-based Instruction
• Use of content from other disciplines in language
teaching.
• Build on students’ previous knowledge.
• Students motivated to learn because of relevance.
• Teachers help to develop linguistic content.
• Language is learned best when it is used to bring
interesting information.
• Vocabulary can be easily acquired with contextual cues.
![Page 4: By Weizmar Lozada. Content-based Instruction Use of content from other disciplines in language teaching. Build on students’ previous knowledge. Students.](https://reader036.fdocuments.us/reader036/viewer/2022070407/56649e255503460f94b14bbb/html5/thumbnails/4.jpg)
Content-based Instruction
•Teachers provides learners with a natural
context for language use.
•Activity has purpose and results.
•Learners use authentic materials to practice
language.
![Page 5: By Weizmar Lozada. Content-based Instruction Use of content from other disciplines in language teaching. Build on students’ previous knowledge. Students.](https://reader036.fdocuments.us/reader036/viewer/2022070407/56649e255503460f94b14bbb/html5/thumbnails/5.jpg)
![Page 6: By Weizmar Lozada. Content-based Instruction Use of content from other disciplines in language teaching. Build on students’ previous knowledge. Students.](https://reader036.fdocuments.us/reader036/viewer/2022070407/56649e255503460f94b14bbb/html5/thumbnails/6.jpg)
Task-based Instruction
•Teachers go through a pre-task with
students before they work individually.
•Teachers go through the task step-by-step.
•Communicative competence = able to read,
discuss, write about content of other fields.
•Level is i + 1
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Task-based Instruction
•Teacher-student negotiation, ask for
feedback.
•Teachers use language naturally.
•Teachers repeat the correct form to reinforce.
•Students do a task in groups; practice
authentic listening and speaking.
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Task-based Instruction
•Students receive feedback based on the
content .
•Students have input just for creating a
way to complete a task.
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Project- Based Learning PBL
The main purpose of PBL is:
• To engage students in learning process.
• To provide an environment for the acquisition of
skills needed in education and workplace.
• To teach curricular content.
• To build new skills.
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Elements of PBL:
•Standards Based
•Assessment
•Student Centered
•Collaboration
•Real World Connection
•Multimedia
Project- Based Learning PBL
![Page 12: By Weizmar Lozada. Content-based Instruction Use of content from other disciplines in language teaching. Build on students’ previous knowledge. Students.](https://reader036.fdocuments.us/reader036/viewer/2022070407/56649e255503460f94b14bbb/html5/thumbnails/12.jpg)
Project- Based Learning PBL
PBLconsists of
Contents
organize
to create Activities using Conditions to produce Results
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Content:
Focused its attention on:
• Problems presented in students environment.
• Students find connections between ideas.
• Real-world questions that students care about.
Project- Based Learning PBL
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Support student autonomy:
• Students get involved on learning communities.
• Class-work is in a social context.
• Students direct their own work and learning.
• Students simulate the professional work.
Project- Based Learning PBL
Conditions:
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Investigative and engaging:
• Students get involved in investigations over long
periods of time.
• Students make their own connections among ideas
and acquiring new skills
• Students use authentic tools.
• Students get feedback from teachers and realistic
assessment.
Activities:
Project- Based Learning PBL
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Project- Based Learning PBL
Results
Real-world outcomes:
• Students create complex and intellectual products
to demonstrate learning.
• Students participate in assessments.
• Students show development in real-world
competence.
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Teaching role
• Follows student interest
• Large units composed of
complex problems or issues
• Broad, interdisciplinary focus
Teaching role
• Follows fixed curriculum
• Proceeds block by block, unit
by unit
• Narrow, discipline-based focus
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
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Materials of instruction
• Direct or original sources:
printed materials, interviews,
documents, and others
• Data and materials
developed by students
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Materials of instruction
• Texts, lectures and
presentations
• Teacher-developed exercise
sheets and activities
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Classroom context
• Students working alone
• Students competing with one
another
• Students receiving information
from an instructor
Classroom context
• Students working in groups
• Students collaborating with one
another
• Students constructing,
contributing, and synthesizing
information
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
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Student role
• Carry out instructions
• Memorizer and repeater of facts
• Students receive and complete brief
tasks
• Listen, behave, speak only when
spoken to
Student role• Carry out self- directed learning
activities
• Discoverer, integrator, and presenter of
ideas
• Students define their own tasks and
work independently for large blocks of
time
• Communicate, show affect, produce,
take responsibility
Traditional Instruction Emphasizes
Project Based Learning Emphasizes